What grade levels do these standards cover?

PRE-K, Kindergarten, Grade 1, Grade 2, Grade 3, Grade 4, Grade 6, Grade 5, Grade 7, Grade 8, Grade 9, Grade 10, Grade 11, and Grade 12

Where can I read the official document?

Nebraska World Language Standards

K–12 Standards

Novice Low-Advanced High

CommunicationWL1

1
Students exchange information through interaction and negotiation of meaning.WL1.1
1. a
  Novice Low: Participate in basic exchanges with isolated, high-frequency words, fragmented responses, or phrases.WL1.1.a
2. b
  Novice Mid: Participate in basic exchanges in structured contexts about familiar and predictable topics using high-frequency vocabulary and phrasing.WL1.1.b
3. c
  Novice High: Participate in basic exchanges by constructing simple questions and answers using familiar vocabulary and language structures.WL1.1.c
4. d
  Intermediate Low: Initiate, sustain, and conclude exchanges about familiar topics in structured settings and formats.WL1.1.d
5. e
  Intermediate Mid: Initiate, sustain, and conclude exchanges about familiar topics with focused structures in a series of connected sentences.WL1.1.e
6. f
  Intermediate High: Initiate, sustain, and conclude exchanges in a variety of situations on familiar topics by manipulating advanced vocabulary and language structures.WL1.1.f
7. g
  Advanced Low: Engage in unplanned exchanges and discussions on a variety of familiar and unfamiliar concrete topics.WL1.1.g
8. h
  Advanced Mid: Engage in unplanned, in-depth exchanges and discussions on a variety of concrete and abstract topics across all major time frames.WL1.1.h
9. i
  Advanced High: Engage in unplanned, in-depth exchanges by applying social and cultural norms on concrete and abstract topics, across all major time frames.WL1.1.i
2
Students understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.WL1.2
1. a
  Novice Low: Identify isolated words and phrases of messages containing high-frequency vocabulary, predictable language structures, and/or extra-linguistic support.WL1.2.a
2. b
  Novice Mid: Identify elements of the explicit meaning of messages containing high-frequency vocabulary, predictable language structures, and/or extra-linguistic support. WL1.2.b
3. d
  Intermediate Low: Comprehend the main idea and some supporting details of messages on familiar topics that contain familiar vocabulary and language structures.WL1.2.d
4. c
  Novice High: Identify the explicit meaning of messages containing high-frequency vocabulary, predictable language structures, and/or extra-linguistic support.WL1.2.c
5. e
  Intermediate Mid: Comprehend the main idea and some supporting details of messages on familiar topics that contain contextualized or familiar vocabulary and language structures.WL1.2.e
6. f
  Intermediate High: Comprehend and summarize main idea and some supporting details of messages on familiar topics that may contain low-frequency vocabulary, complex language structures, and/or contextual clues. WL1.2.f
7. g
  Advanced Low: Analyze the implicit meaning literal meaning, and purpose of messages containing low-frequency vocabulary, complex language structures, and/or contextual clues.WL1.2.g
8. h
  Advanced Mid: Analyze the implicit meaning literal meaning, and purpose of messages containing contextualized interdisciplinary and/or unfamiliar vocabulary within complex language structures.WL1.2.h
9. i
  Advanced High: Analyze the implicit meaning literal meaning, and purpose of messages containing interdisciplinary and/or unfamiliar vocabulary within complex language structures.WL1.2.i
3
Students present ideas and information according to a variety of purposes and audiences.WL1.3
1. a
  Novice Low: Present information on familiar and everyday topics using isolated, highfrequency words and phrases in highly structured contexts.WL1.3.a
2. b
  Novice Mid: Present information on familiar and predictable topics using high-frequency vocabulary and phrases in structured contexts.WL1.3.b
3. c
  Novice High: Present information on familiar and everyday topics using simple sentences in structured contexts.WL1.3.c
4. d
  Intermediate Low: Express personal meaning by combining and recombining familiar vocabulary and language structures in short statements and discrete sentences.WL1.3.d
5. e
  Intermediate Mid: Express personal meaning on familiar topics by creating combinations of language and structure specific to purpose and audience. WL1.3.e
6. f
  Intermediate High: Express personal meaning on familiar and unfamiliar topics using known language to compensate for higher vocabulary.WL1.3.f
7. g
  Advanced Low: Create and deliver information on familiar and unfamiliar topics, using descriptive vocabulary and organized ideas across various time frames.WL1.3.g
8. h
  Advanced Mid: Create and deliver information on familiar and unfamiliar topics, using focused or context-specific vocabulary and organized and detailed ideas across most major time frames.WL1.3.h
9. i
  Advanced High: Create and deliver information on familiar and unfamiliar topics, elaborating and clarifying detailed and organized ideas.WL1.3.i

CultureWL2

1
Students use the language to observe and to discuss the relationship between the products, practices and perspectives of the cultures studied.WL2.1
1. a
  Novice Low: Identify and describe products, practices and perspectives using isolated words and phrases.WL2.1.a
2. b
  Novice Mid: Identify products, practices, and perspectives using high-frequency vocabulary and phrases. WL2.1.b
3. c
  Novice High: Identify and describe products, practices, and perspectives using simple sentences in structured contexts.WL2.1.c
4. d
  Intermediate Low: Investigate, compare, and provide insight into products, practices, and perspectives using familiar vocabulary and limited language structures.WL2.1.d
5. e
  Intermediate Mid: Investigate and compare products, practices, and perspectives using familiar vocabulary and creating combinations of limited and advanced language structures.WL2.1.e
6. f
  Intermediate High: Investigate and compare products, practices, and perspectives using advanced language structures and known language to compensate for unfamiliar vocabulary.WL2.1.f
7. g
  Advanced Low: Analyze the products, practices and perspectives of various groups using descriptive vocabulary and organized ideas.WL2.1.g
8. h
  Advanced Mid: Analyze and explain the products, practices and perspectives of various groups using focused or context-specific vocabulary and organized and detailed ideas.WL2.1.h
9. i
  Advanced HighL Analyze and explain the products, practices and perspectives of various groups using interdisciplinary and/or unfamiliar vocabulary within complex language structures.WL2.1.i
2
Students identify and apply culturally-appropriate language and behavior.WL2.2
1. a
  Novice Low: Identify expressions unique to the cultures studied. WL2.2.a
2. b
  Novice Mid: Identify and react with simple expressions and idioms unique to the languages and cultures studied.WL2.2.b
3. c
  Novice High: Identify and respond with culturally appropriate simple expressions in everyday situations in structured or highly predictable situations.WL2.2.c
4. d
  Intermediate Low: Interact with culturally appropriate learned behaviors, familiar vocabulary, and limited language structures appropriate to the social context in everyday or common scenarios.WL2.2.d
5. e
  Intermediate Mid: Interact with culturally appropriate learned behaviors, familiar vocabulary and combinations of limited and advanced language structures.WL2.2.e
6. f
  Intermediate High: Interact with culturally appropriate learned behaviors, advanced language structures and known language to compensate for unfamiliar vocabulary. WL2.2.f
7. g
  Advanced Low: Participate in intercultural situations that require the appropriate application of vocabulary, politeness or style in a given situation using familiar language.WL2.2.g
8. h
  Advanced Mid: Participate in intercultural situations that require the appropriate application of vocabulary, politeness or style in a given situation using both familiar and unfamiliar language.WL2.2.h
9. i
  Advanced High: Participate appropriately and effectively in intercultural situations that require the appropriate application of vocabulary, register, courtesy or style in any given situation.WL2.2.i

ConnectionsWL3

1
Students apply the language of study to discuss other content areas of study.WL3.1
1. a
  Novice Low: Apply isolated words and phrases to accomplish tasks or show understanding of concepts in other content areas and/or situations beyond the classroom.WL3.1.a
2. b
  Novice Mid: Apply high-frequency vocabulary and predictable language structures to accomplish tasks or show understanding of concepts in other content areas and/or situations beyond the classroom.WL3.1.b
3. c
  Novice High: Apply familiar vocabulary and simple sentences to accomplish tasks or show understanding of concepts in other content areas and/or situations beyond the classroom.WL3.1.c
4. d
  Intermediate Low: Describe familiar concepts and tasks from other content areas and/or situations beyond the classroom using familiar vocabulary and language structures in short, connected sentences.WL3.1.d
5. e
  Intermediate Mid: Describe familiar concepts and tasks from other content areas and/or situations beyond the classroom by creating combinations of limited and higher-level language structures in short, connected sentences.WL3.1.e
6. f
  Intermediate High: Describe familiar concepts and tasks from other content areas and/or situations beyond the classroom using higher-level language structures and known language to compensate for unfamiliar vocabulary.WL3.1.f
7. g
  Advanced Low: Synthesize concepts and engage in tasks from other content areas and/or situations beyond the classroom using low-frequency vocabulary, higher-level language structures, and various time frames.WL3.1.g
8. h
  Advanced Mid: Synthesize concepts and engage in tasks from other content areas and/or situations beyond the classroom using interdisciplinary and/or unfamiliar vocabulary with higher-level language structures and various time frames.WL3.1.h
9. i
  Advanced High: Synthesize concepts and engage in tasks from other content areas and/or situations beyond the classroom using interdisciplinary and/or unfamiliar vocabulary with advanced language structures and various time frames.WL3.1.i

CommunitiesWL4

1
Students use knowledge and skills gained in the language to identify and create a personal education and/or career plan.WL4.1
1. a
  Novice Low: Identify college and career options that incorporate the language studied using isolated words and phrases.WL4.1.a
2. b
  Novice Mid: Identify college and career options that incorporate the language studied using high-frequency vocabulary and predictable language structures. WL4.1.b
3. c
  Novice High: Identify college and career options that incorporate the language studied using familiar vocabulary and simple sentences.WL4.1.c
4. d
  Intermediate Low: Relate, evaluate and summarize personal interests, skills, and values using familiar vocabulary and language structures in short, connected sentences.WL4.1.d
5. e
  Intermediate Mid: Relate and describe careers that align with personal skills and interests by creating combinations of limited and higher-level language structures in short, connected sentences.WL4.1.e
6. f
  Intermediate High: Relate training, education, and/or certification requirements for careers of interest using higher-level language structures and known language to compensate for unfamiliar vocabulary.WL4.1.f
7. g
  Advanced Low: Develop and list educational and career connections to a personal plan of language learning using low-frequency vocabulary and higher-level language structures.WL4.1.g
8. h
  Advanced Mid: Develop and describe educational and career connections to a personal plan of language learning that aligns with personal skills and interests using interdisciplinary and/or unfamiliar vocabulary with higher-level language structures.WL4.1.h
9. i
  Advanced High: Develop and appraise educational and career connections to a personal plan of language learning that aligns with personal skills and interests using interdisciplinary and/or unfamiliar vocabulary with advanced language structures.WL4.1.i
2
Students use digital tools in the language of study to further language study and/or to connect with a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning.WL4.2
1. a
  Novice Low: Use digital tools to select, categorize, and paraphrase information that tends to use isolated, high-frequency words and/or phrases and extra-linguistic supports. WL4.2.a
2. b
  Novice Mid: Use digital tools to select, categorize, and paraphrase information that tends to use high-frequency words and phrases in structured contexts.WL4.2.b
3. c
  Novice High: Use digital tools to select, categorize, and paraphrase information that tends to use simple sentences in structured formats on familiar or highly contextualized topics. WL4.2.c
4. d
  Intermediate Low: Use digital tools to comment, organize, and compare information in a way that expresses personal meaning using combinations of familiar vocabulary and language structures in short statements.WL4.2.d
5. e
  Intermediate Mid: Use digital tools to comment, organize, and compare information in a way that expresses personal meaning using combinations of familiar vocabulary and language structures in connected sentences.WL4.2.e
6. f
  Intermediate High: Use digital tools to comment, organize, and compare information in a way that expresses personal meaning using known language to compensate for higher vocabulary. WL4.2.f
7. g
  Advanced Low: Use digital tools to design solutions, synthesize information, and moderate information in a way that requires an understanding of literal and implicit meaning, low-frequency vocabulary, complex language structures, and/or contextual clues.WL4.2.g
8. h
  Advanced Mid Use digital tools to design solutions, synthesize information, and moderate information in a way that requires an understanding of literal and implicit meaning, contextualized interdisciplinary and/or unfamiliar vocabulary, and complex language structures. WL4.2.h
9. i
  Advanced High: Use digital tools to design solutions, synthesize information, and moderate information in a way that requires an understanding of literal and implicit meaning, interdisciplinary and/or unfamiliar vocabulary, and complex language structures.WL4.2.i

CognitionWL5

1
Students self-assess growth in language learning, practice, and understanding.WL5.1
1. a
  Novice Low: Use isolated words, phrasing, or images to identify what concepts, skills, or information have been learned.WL5.1.a
2. b
  Novice Mid: Use simple words or phrasing to identify what concepts, skills, or information have been learned. WL5.1.b
3. c
  Novice High: Use simple sentences or structures to identify and describe what concepts, skills, or information have been learned.WL5.1.c
4. d
  Intermediate Low: Reflect on how personal learning, practice, and understanding are evident.WL5.1.d
5. e
  Intermediate Mid: Reflect on how personal learning, practice, and understanding are evident and how learning might be improved. WL5.1.e
6. f
  Intermediate High: Reflect on personal learning, practice, and understanding in response to predetermined goals, outcomes, or expectations.WL5.1.f
7. g
  Advanced Low: Analyze how personal learning, practice, and understanding have developed over time.WL5.1.g
8. h
  Advanced Mid: Analyze how personal learning, practice, and understanding have, or have not, prepared for future growth.WL5.1.h
9. i
  Advanced High: Analyze how personal learning, practice, and understanding can be sustained for future growth.WL5.1.i
2
Students set language learning goals and organize priorities.WL5.2
1. a
  Novice Low: Identify what concepts, skills, or information are desired using isolated words, phrasing, or images. WL5.2.a
2. b
  Novice Mid: Identify what concepts, skills, or information are desired using simple words or phrasing.WL5.2.b
3. c
  Novice High: Identify and describe what concepts, skills, or information are desired using simple sentences or guided models.WL5.2.c
4. d
  Intermediate Low: Create simple, short-term goal statements in response to units of study or other focused needs.WL5.2.d
5. e
  Intermediate Mid: Create simple, measurable, attainable, relevant, and timely goals using guided models in response to units of study or other focused needs.WL5.2.e
6. f
  Intermediate High: Create simple, measurable, attainable, relevant, and timely goals that are supported by explanation and are in response to units of study or other focused needs.WL5.2.f
7. g
  Advanced Low: Produce long-term measurable, attainable, relevant, timely goals that reflect personal interest and future plans.WL5.2.g
8. h
  Advanced Mid: Produce long-term measurable, attainable, relevant, timely goals with detailed steps that support the achievement of the goals.WL5.2.h
9. i
  Advanced High: Produce, explain, and analyze the success of long-term measurable, attainable, relevant, timely goals that reflect personal interest and future plans.WL5.2.i

Frequently asked questions

What grade levels do these standards cover?: PRE-K, Kindergarten, Grade 1, Grade 2, Grade 3, Grade 4, Grade 6, Grade 5, Grade 7, Grade 8, Grade 9, Grade 10, Grade 11, and Grade 12
Where can I read the official document?: Nebraska World Language Standards

Keep exploring

Sibling grade bands, other subjects in this jurisdiction, and the same subject across other states.

Other Nebraska subjects

Nebraska

World Language in other jurisdictions

World Language